In the module one assessment, I stated that the area of need in my school’s literacy program was motivation and support given to students who come from a low socioeconomic home. 87% of students who attend Blue Ridge Elementary live in a low poverty situation, are homeless, or are in a foster home. These students do not receive motivation and support that students who are not living in poverty get ("Blue Ridge Elementary State Report Card", 2015). In grades 3-5, 131 students tested in the “in need of support” range (“Blue Ridge Elementary State Report Card”, 2015). Of my eighteen second grade students, 44% of the students met or exceeded their end of the year goal. 39% of students were low or low average and under the 40th percentile. 11% of …show more content…
One strategy to help parents would be to conduct a workshop, or multiple session workshops, for parents in help them learn how to participate in their children’s learning process. It is also stated that schools must empower parents who may feel “less useful in school work due to lack of formal literacy skills” (Njeru, 2015). Many parents in low SES communities do not have the skills to work with their children at home. Classes should be held in order to teach the skills that parents need. Once parents are given the training that they need they can help their students succeed. The article also discusses parent conference nights. At my school these are held twice a year but I believe if they were held more often that parents would be able to keep up with their student’s progress and have assistance from the teacher to help develop literacy at home (Njeru, …show more content…
“The kidsREAD classes are kept to small groups of less than 30 children, with volunteers managing and facilitating the session” (Law, Chia, 2015). The classes are held on the weekends once a week. The leaders will read a few stories to the whole group, then it breaks apart into smaller groups to do literacy activities. This program would be need based and students who really needed the instruction would get it. This program provides a way to get students to read outside of school and makes it more enjoyable. The child evaluation form that is used to test students was created by Early Childhood and Language specialists (Law, Chia,
For example, “the wealthiest 10 percent of U.S. school districts spend nearly 10 times more than the poorest 10 percent, and spending ratios of 3 to 1 are common within states” (Darling-Hammond). In wealthier, suburban areas, most students have the resources available to benefit their educational needs, including; projectors, computers, and calculators. In contrast, “at MacKenzie High School in Detroit, word processing courses are taught without word processors because the school cannot afford them” (Darling-Hammond). For students coming out of lower income communities, it is more difficult for them to attend college, or excel because of the lack of academic preparation. Now not only are many Americans not getting a good education, but as a
Reading First initiative provides proven methods of insurances and scientific based research that help guide children to learn to read. Reading First provides assistance
Children who grow up in poverty are faced with a series of issues which impact their education and social atmosphere. In both the school and home setting these children lack the proper resources which they need to succeed academically. Across the country, people have begun creating programs which aim to help children in poverty succeed, despite their socioeconomic status. These programs range from after-school reading, tutoring services, charter schools, and free summer programs. All of these programs provide children with extra academic help which they may not be receiving in school or at home.
This article shows this goal by advocating for greater parent-teacher involvement to influence student success. This shows how teachers are willing to work with parents and families to help influence a student to succeed. This goal was also shown in Erin E. Adkins’ project “Literacy-Supportive Environments”. This paper shows this goal by explaining how teachers can set up literacy supportive environments for children.
By getting children interested in books, they will be more apt to read outside the
Background Information The United States is facing a dropout crisis, with an estimated 1.1 million members of the 2012 high school graduating class not earning diplomas (U.S Department of Education, 2012). According to the United States Department of Education students who live in two parent homes, and are considered to live in a stable environment are more prone to graduating from high school with a higher GPA than those living in impoverished areas. The search for solutions to the problem of low achievement in schools serving children raised in poverty is not a new phenomenon. Title I has recognized the needs of poor children and the schools that serve them in large numbers through the allocation of additional resources. Educators rarely
Step 1: Events Among the problems identified at Chester Middle School we can highlight the poor academic performance of the students demonstrated by the low scores on standardized tests, the deficiency monitoring student’s progress, and the few strategies implemented by teachers to help students succeed. The purpose of these assessments is to measure the academic performance of students and how they are mastering certain skills. What is the problem in Chester Middle School? The problem is that these tests have shown low performing students especially in reading, and teachers do not have the tools to improve it.
When schools work together with families to support learning, students tend to succeed not only in school but through life as well. The most accurate predictor of students achievement in school is not income or social stature, but the extent to which that family is able to play an active role in their education. By creating a home environment that encourages learning and expresses high expectation with proper support, children are able to flourish. In a publication conducted by the National Education Service, strong parent involvement directly correlated to student achievement, student behavior, and culture and age. I will work to create programs and interventions that engage families in supporting their children's learning both at home and school.
Simply because we do not speak English very well does not mean that we cannot support our children to succeed in school. We value education, and there is much that we do at home every day. And staying involved in the school to watch over them is an extension of our parental responsibility" (Randy, 2009). This effort shows us some of the parents who care about their children and their children 's education; even if those parents did not speak fluent English, they must provide assistance even a little, whether for their children or teachers. Parental interest in their children makes teachers in enthusiasm and motivation to provide assistance to these
Dated , I witnessed Aparna giving the group an opportunity to speak and work intensively on specific aspects of literacy – understanding, make meaning, expressing their views etc. and ask questions and encouraging children by talk, ideas and experiences being valued and appreciated. She also encourages them to take turns and praises the children for their behaviour when talking, listening carefully, questioning one another and learning to interrupt.
Since most children learn to read in school, we need to direct some of our attention on adult reading programs.. Even with the few programs I have found, many of them only focus on giving families books. This is a good idea, but it does not help if adults in the family cannot read. Illiteracy is not always a choice. Adults who are illiterate face embarrassment or have come from illiterate backgrounds.
The next issue that I have about a literacy-rich environment is that many five year olds are not developmentally ready to read. Under the Common Core State Standards, kindergarteners do more than just sing the ABCs. They are guided to develop a deep understanding of what the alphabet does and how each letter blends to make words. Many students have not learned their letters let alone the sound that they
What really matters is that children have free access to books in class so they can have moments where they can read to each other or moments where they can read alone. Also, having time to represent stories through drama, dressing up as the characters of the stories, is a great activity to encourage children to read. As is told in the article, Rodari’s techniques are very useful for this kind of activities.
There has been important research on how parental involvement affects students. Explanations for why parents do not get involved, and what role teachers play in creating an atmosphere that is encouraging to parents becoming actively involved in their children’s education; Parental involvement is defined as contribution made by parents to their child's education. These contributions can take place in or outside of the school. For example, At home, Parental involvement can include activities such as helping with homework; and parent’s involvement at school may include parents volunteering in the classroom or attending workshops.
Not only will it develop a positive attitude towards reading, but also encourages the children’s vocabulary development and the familiarity of text and teaches them how sentences are structured. I added more detailed implementation of experiences suggested from group members Emma McQuillian and Tamara